Body swapping with a Black person boosts empathy: Using virtual reality to embody another

Thériault, Rémi; Olson, Jay A.; Krol, Stefan; Raz, Amir

doi:10.1177/17470218211024826

Cited by 23 publications

(33 citation statements)

References 127 publications

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“…On the other hand, Kishore et al [ 72 ] find that being embodied in a Black avatar targeted by discriminating behaviour leads to greater helping behaviour. Finally, two trials using either embodiment in an outgroup avatar [ 90 ] or 3D videos of an interaction with a Middle Eastern man [ 59 ], fail to find any improvement in intergroup attitudes compared to the control group.…”

Section: Resultsmentioning

confidence: 99%

The use of virtual reality in studying prejudice and its reduction: A systematic review

2022

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This systematic review provides an up-to-date analysis of existing literature about Virtual Reality (VR) and prejudice. How has VR been used in studying intergroup attitudes, bias and prejudice, are VR interventions effective at reducing prejudice, and what methodological advantages and limitations does VR provide compared to traditional methods are the questions we aim to answer. The included studies had to use VR to create an interaction with one or more avatars belonging to an outgroup, and/or embodiment in an outgroup member; furthermore, they had to be quantitative and peer-reviewed. The review of the 64 included studies shows the potential of VR contact to improve intergroup relations. Nevertheless, the results suggest that under certain circumstances VR contact can increase prejudice as well. We discuss these results in relation to the intergroup perspective (i.e., minority or majority) and target minority groups used in the studies. An analysis of potential mediators and moderators is also carried out. We then identify and address the most pressing theoretical and methodological issues concerning VR as a method to reduce prejudice.

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Section: Resultsmentioning

confidence: 99%

The use of virtual reality in studying prejudice and its reduction: A systematic review

2022

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“…The opponents of the p -value corrections approach contend that type I error is dissipated to overall hypotheses rather than being localized to one or several hypotheses ( Matsunaga, 2007 ; Rubin, 2017b ). While we acknowledge both views are valid, we followed the no-adjustment approach as well as the other social science studies ( Ding et al, 2020 ; Diachenko et al, 2021 ; Thériault et al, 2021 ) by conceding the potential problems of the taken approach.…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

Anger Expression in Negotiation: The Effects of Communication Channels and Anger Intensity

Yun

Jung

2022

Front. Psychol.

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This research aimed to explore the effects of communication channels and anger intensity as factors determining how the expression of anger affects negotiation outcomes. Based on the “emotions as social information” (EASI) model and media richness theory, we tried to examine how anger expression influences both economic and psychological negotiation outcomes as a function of communication channels and explore its underlying mechanism. In Study 1, 470 participants were randomly assigned to one of the five experimental conditions-neutral, anger expression via text/emoticon/voice/video-and asked to participate in an online negotiation task. The results showed a significant main effect of communication channel; partner’s anger expression via communication channels richer in non-verbal cues (voice and video) led participants to make a higher concession and report lower satisfaction with negotiation and lower desire for future interaction with the same partner compared to anger expression via less rich channels (text and emoticon). The anger expression effects on psychological outcomes were partially explained by perceiver’s anger experience in response to anger display, which is consistent with the affective mechanism proposed by the EASI model. Study 2 examined whether the results of Study 1 could be attributable to the different levels of anger intensity perceived by the participants across different communication channels. Data analyses from 189 participants showed a significant main effect of anger intensity only with a desire for future interaction, but not with satisfaction and concession. The insignificant findings of the latter imply that the observed channel effect in Study 1 cannot be fully explained by the intensity effect.

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“…Apart from perspective-taking, IVEs have also been positively associated with empathic development. Commonly touted as "empathy machines," IVEs facilitate the experience of events from others' perspectives (Milk, 2015;Thériault et al, 2021), and this can consequently generate empathy (Hamilton-Giachritsis et al, 2018;Herrera et al, 2018). IVEs can generate empathy in users as evidenced in many studies (Ahn et al, 2016;Oh et al, 2016;Bertrand et al, 2018;Herrera et al, 2018;Hamilton-Giachritsis et al, 2018;Shin, 2018;Wiederhold, 2020;Mado et al, 2021;Thériault et al, 2021;Ventura et al, 2021) and this is achieved by facilitating embodiment.…”

Section: Ives Impact On Empathy Perspective-taking and Responsible De...mentioning

confidence: 99%

“…Commonly touted as "empathy machines," IVEs facilitate the experience of events from others' perspectives (Milk, 2015;Thériault et al, 2021), and this can consequently generate empathy (Hamilton-Giachritsis et al, 2018;Herrera et al, 2018). IVEs can generate empathy in users as evidenced in many studies (Ahn et al, 2016;Oh et al, 2016;Bertrand et al, 2018;Herrera et al, 2018;Hamilton-Giachritsis et al, 2018;Shin, 2018;Wiederhold, 2020;Mado et al, 2021;Thériault et al, 2021;Ventura et al, 2021) and this is achieved by facilitating embodiment. Embodiment occurs when individuals feel as though they are experiencing events first-hand (Shin, 2018;Ahn, Le & Bailenson, 2013), and it may even involve them perceiving that they are inhibiting the body of the protagonist, in more extreme cases; this is a phenomenon known as body transfer (Ahn et al, 2016;Mado et al, 2021;Slater et al, 2010;Kilteni et al, 2012;Wiederhold, 2020).…”

Section: Ives Impact On Empathy Perspective-taking and Responsible De...mentioning

confidence: 99%

“…Given that users can take their targets' perspectives through IVEs with relative ease for reasons mentioned earlier, and that perspective taking may result in experiencing greater empathy (Mado et al, 2021;Chambers & Davis, 2012), IVE users may consequently experience higher levels of empathy for their targets, in comparison to other conventional modalities such as pen-and-paper mental simulation (Ventura et al, 2021, Herrera et al, 2018and Oh et al, 2016. The positive effects that IVEs have on empathy consequently mean that IVEs can potentially be useful in moral education, particularly in terms of fostering concern for marginalized groups like racial minorities, transgender people, refugees, the homeless, and people with disabilities (Thériault et al, 2021;Mado et al, 2021;Christofi, Michael-Grigoriou & Kyrlitsias, 2020;Rogers, 2020;Shin, 2018).…”

Section: Ives Impact On Empathy Perspective-taking and Responsible De...mentioning

confidence: 99%

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“In the shoes of another”: immersive technology for social and emotional learning

2022

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There has been increasing use of interactive technologies in the classroom today and a rising popularity of employing virtual environments as a means to engage students in sensorially rich contexts for more embodied forms of experiential learning. In particular, virtual reality (VR) or immersive virtual environments (IVEs) facilitated by head-mounted displays (HMDs) have been used in the teaching of subject content such as history, geography and science. This article presents the findings of an exploratory study of immersive technology, specifically immersive virtual environments (IVES), for the purpose of social and emotional learning (SEL), in the context of Character and Citizenship lessons in the Singapore classroom. The social and emotional competencies (SECs) examined in this project were specifically empathy and perspective-taking, and responsible decision-making. The study involved a sample of n = 75 students from a cohort of students in a Singapore school, averaged at 15 years of age. Students were randomly divided into three treatment conditions: IVEs, pen-and-paper mental simulation and video-viewing. Each treatment contained a problem scenario, told from a first-person perspective, involving a social and ethical dilemma young people today face. A quasi-experimental, pretest post-test, non-equivalent group design was employed, and the study adopted a mixed-method approach to data collection. The findings reveal that IVEs are not necessarily more effective than the "pen-and-paper" and video viewing approaches to teaching SECs but they can better facilitate perspective-taking and empathy for a higher percentage of students.

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Body swapping with a Black person boosts empathy: Using virtual reality to embody another

Cited by 23 publications

References 127 publications

The use of virtual reality in studying prejudice and its reduction: A systematic review

The use of virtual reality in studying prejudice and its reduction: A systematic review

Anger Expression in Negotiation: The Effects of Communication Channels and Anger Intensity

“In the shoes of another”: immersive technology for social and emotional learning

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